SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate an understanding of the handling of error in a computer programming environment 
SAQA US ID UNIT STANDARD TITLE
115359  Demonstrate an understanding of the handling of error in a computer programming environment 
ORIGINATOR
SGB Computer Sciences and Information Systems 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Information Technology and Computer Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 4. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in:
  • An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person.
  • An understanding of mathematical applications that provide insight into the learner's present and future occupational experiences and so develop into a contributing worker.
  • The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen.

    Qualifying learners are able to:
  • Explain different errors found in the computer programming environment , and differentiate it from mistakes.
  • Demonstrate how calculation errors are induced in the computer.
  • Demonstrate how computer errors can be minimised.
    The performance of all elements is to a standard that allows for further learning in this area. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that people starting to learn towards this unit standard are:
  • Competent in Mathematical Literacy and Communications at NQF level 3.
  • Competent in demonstrating an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations (SAQA ID = 9010). 

  • UNIT STANDARD RANGE 
    This unit standard covers: Approximation in relation to the use of computing technologies, the distinction between exact and approximate answers in a variety of problem settings. It builds on the mathematical unit standard on number bases and errors, and applies it to the computer environment. More detailed range statements are provided for specific outcomes and assessment criteria as needed. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain different errors found in the computer programming environment. 
    OUTCOME NOTES 
    Explain different errors found in the computer programming environment and differentiate them from mistakes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The explanation covers the difference between an error and a mistake. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Error is scientific, Mistakes made by humans.
     

    ASSESSMENT CRITERION 2 
    The explanation covers the errors found in data entry via computer input devices. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Numeric, Alpha-Numeric & Alphabetic, Ranges.
     

    ASSESSMENT CRITERION 3 
    The explanation identifies sources of induced errors in calculations. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Overflow, underflow & rounding.
     

    SPECIFIC OUTCOME 2 
    Demonstrate how calculation errors are induced in the computer. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The demonstration explains overflow errors found in computers. 

    ASSESSMENT CRITERION 2 
    The demonstration explains underflow errors found in computers. 

    ASSESSMENT CRITERION 3 
    The demonstration explains conversion errors found in computers. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Storing wrong variable types declared fields, mixing variable types in an expression.
     

    ASSESSMENT CRITERION 4 
    The demonstration explains errors found in computers because of advancement in processor word-sizes. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Size of a value stored in a variable.
     

    SPECIFIC OUTCOME 3 
    Demonstrate how mistakes and computer errors can be minimised. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The demonstration explains how mistakes can be minimised. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Validation rules like range checks, masks, checksums( eg. mod7).
     

    ASSESSMENT CRITERION 2 
    The demonstration explains how errors can be minimised. 
    ASSESSMENT CRITERION RANGE 
    Including, but not limited to: Variable types like Small integer, double, some built-in functions of computer languages like rounding.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The relevant Education and Training Quality Authority (ETQA) must accredit providers before they can offer programs of education and training assessed against unit standards.

    Moderation Process:
    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge.

    This means that the possession or lack of the knowledge can be inferred directly from the quality of the candidate`s performance against the standards.
  • Number systems and rational and irrational numbers.
  • Estimation and approximation.
  • Scientific notation.
  • How variable declaration is handled in computer languages.
  • How input validation is handled in computer languages. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify, solve problems and make decisions:
  • In relation to the current systems development environments relevant to the learner. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise, and critically evaluate information:
  • Gather, organise and interpret numeric information. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:
  • Using visual, mathematical and/or language skills to describe relationships, processes and problem solving methods. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically:
  • Explaining how mathematics and computers relate, and how computers can be used to address error and mistakes. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to his/her full personal development and the social and economic development of the society at large:
  • Using mathematics to describe and represent realistic computer-related situations and to solve problems relevant to the learner. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember the aim is to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Supplementary information:

    Definitions:
  • Masks is a term used in computing on input devices to relate data to pre-determined variable types (eg. alpha characters only in an alpha-type variable, numeric characters only in a numeric-type variable).
  • Processor Word-sizes is a term used in computing to explain processor sizes, like 16-bit, 32-bit, 64-bit etc. which keeps advancing in smaller cycles. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48872   National Certificate: Information Technology (Systems Development)  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  MICTS 
    Elective  20185   Further Education and Training Certificate: Banking  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  BANKSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Academy at Vaal Triangle (AVT 
    2. Acorser Corporate & Business Consulting t/a Acorser Academy 
    3. Africa Learn (Pty) Ltd 
    4. Amadi Institute of Management And Technology (Pty) Ltd 
    5. Amilak Training Center 
    6. Answer The Call Skills and Entrepreneurship 
    7. Assured Vocational Skills Institute (Pty) Ltd 
    8. ATTI IT SOLUTIONS (Bloemfontei 
    9. ATTI Nelspruit Pty Ltd 
    10. Belgium Campus 1 
    11. Bells Technical College 
    12. Brainwave Project 707 Pty Ltd 
    13. Brainwave Projects 707 
    14. Careers IT 
    15. CHILI PEPPER INFORMATION TECHNOLOGY SOLUTIONS 
    16. Columbus Consulting Pty Ltd 
    17. Compuscan Academy 
    18. CTU Training Solutions 
    19. CYBER-CITY IT SOLUTIONS 
    20. dc academy 
    21. DC Academy (PTY)LTD 
    22. Digix Computers Services 
    23. Ekasi IT Solutions Centre 
    24. Epitome Villa (Pty)Ltd 
    25. EXPLORE SOFTWARE 
    26. Fachs Business Consulting and Training 
    27. Facilitation Development (PTY) LTD 
    28. Finweb Business Consultancy 
    29. Foster-Melliar (Pty) Ltd 
    30. Global Institute for Capacity 
    31. Greater Tzaneen Community Foundation 
    32. HILLCROSS BUSINESS SCHOOL (PTY 
    33. Hlanganani ICT (Pty) Ltd 
    34. Ikusasa Technology Solutions 
    35. Information Technology Resource Centre 
    36. IT Academy 
    37. Jeppe College of Commerce and 
    38. JUMPCO PTY LTD 
    39. K Boneng Consulting Services P 
    40. K2014266944 (SA) t/a Hyperion Development 
    41. Keep The Dream 285 
    42. Legal Practice Academy 
    43. LETAGO DEVELOPMENT CONSULTING 
    44. Makhophila Training 
    45. Mash Computer Training 
    46. Matibidi Raphela Investments (Pty) LTD 
    47. MBOWA COLLEGE PTY LTD 
    48. Metanoia Ratings PTY LTD 
    49. MINDWORX CONSULTING GAUTENG PTY LTD 
    50. MMELA VILLAGE TECHNOLOGIES (PT 
    51. MND Training and Projects 
    52. Mogapi Education Group (Pty) Ltd 
    53. Moving Ahead Development Agenc 
    54. Mpande Technologies cc 
    55. Mufuka Business and Technical 
    56. NCC - Vereeniging 
    57. Ndulita Solutions 
    58. Nyathela Business College 
    59. Octopus Training Solutions 
    60. On the Ball College Pty ltd 
    61. OPELONG BUSINESS INSTITUTE (PT 
    62. Posh Multimedia 
    63. Priha Projects Pty Ltd 
    64. Production Management Institute of Southern Africa 
    65. Progressive School of Business 
    66. Prophesy Training College (Pty) Ltd 
    67. QUARPHIX (PTY) LTD 
    68. Redefine Human Capital (PTY) L 
    69. Richfield Graduate Institute of Technology Pty Ltd 
    70. Rostec Technical FET College (Pty) Ltd 
    71. Signa Academy 
    72. SIGNA ACADEMY (PTY) LTD 
    73. Sinovuyolethu Trading (Pty) Ltd 
    74. Sisekelo Sustainability Institute 
    75. SOUTH AFRICAN CORPORATE TRAINING ASSOCIATION (PTY) LTD 
    76. SPLS Consultants (Pty) Ltd 
    77. SUCCESS BUILDERS INTERNATIONAL CC 
    78. SUPREME ICT CONSULTANTS 
    79. Terry Computer Services cc 
    80. The Finishing College (Pty) Lt 
    81. THE SHERQ CENTRE OF EXCELLENCE PTY LTD 
    82. Titan Trade Technologies 
    83. Tlou Foundation College 
    84. TORQUE TECHNICAL COMPUTER TRAINING PTY LTD 
    85. Tsima Consulting Development S 
    86. TSP COLLEGE 
    87. Varsity Institute of Science & Technology (Pty)Ltd 
    88. VUTHLARI MARKETING CONSULTING 
    89. We Think Code 
    90. Wellinkwise Pty Ltd 
    91. Welltec Academy (Pty) LTD 
    92. Whitestone College 
    93. Woosh Consultants (Pty) Ltd 
    94. WORK SKILLS RESOURCES CC 
    95. World Wise Industries & Systems Engineering 
    96. Xylo Trading 12 (Pty) Ltd 
    97. YITRO INNOVATIONS 
    98. ZA WIT (PTY) LTD 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.